Concept
Teacher Practice
9 studies
Teacher practice is what instructors actually do — planning, facilitating, assessing, and adapting — especially when digital tools and emergency conditions change the classroom.
Tools do not teach; teachers’ practices do. This cluster looks at how educators integrate technology, train for digital shifts, and negotiate engagement with students.
Studies
9
Findings
2
7 supporting · 0 challenging · 0 qualifying citations
Open tensions
0
Currently
What we know
- Teacher and instructional practices around digital tools, training, and classroom enactment shape how technology-supported learning unfolds for students.
- Empirical studies of teacher practice measure strategies, perceptions, and classroom negotiation rather than assuming adoption equals instructional change.
Common misconceptions
If the platform is adopted, practice has changed.
Teachers may adopt, avoid, or reshape tools; practice change is empirical, not assumed from license counts.
Related
Claim ledger
What the evidence shows
Drawn from 9 studies in this library. Mix labels say which citation roles are present; they are not a strength score. Supports means evidence for a finding; Challenges means evidence against a stated position; Qualifies marks scope.
Teacher and instructional practices around digital tools, training, and classroom enactment shape how technology-supported learning unfolds for students.
- Can AR projects build teachers' digital competence?
- Which future teachers struggle in classroom simulations?
- Faculty training that shifts teaching innovation attitudes
- What classroom habits actually support student voice?
Study Role Design N Population Outcome Can AR projects build teachers' digital competence? Supports Cross-sectionalConvenience sample of Applied Linguistics undergraduates using AR in language learning N=92 · Ages 22–30; 82% women; medium-sized Spanish university Pre-service teachers / applied-linguistics undergraduates in Spain Pre-service teachers’ digital competence and views of AR in language learning Which future teachers struggle in classroom simulations? Supports Cross-sectionalLatent profile analysis of pre-service teachers in a video-based assessment simulation N=150 · 150 pre-service teachers from seven German teacher-education programs German pre-service teachers completing a video-based teaching simulation Learner profiles (knowledgeable/motivated/struggling) and simulation assessment performance Faculty training that shifts teaching innovation attitudes Supports OtherPre–post faculty development program evaluating attitudes toward teaching innovation N=695 · 695 university professors participated University faculty (full-time and part-time) in a faculty training program Attitudes toward transformative/innovative teaching after the development experience What classroom habits actually support student voice? Supports OtherExploratory sequential mixed methods in two urban high schools (qual + survey) N=1152 · 1,152 student survey respondents across two schools Students and educators in two large U.S. urban public high schools Classroom student-voice practices grounded in relationships, differentiation, and choice Empirical studies of teacher practice measure strategies, perceptions, and classroom negotiation rather than assuming adoption equals instructional change.
- Can AR projects build teachers' digital competence?
- Which future teachers struggle in classroom simulations?
- Faculty training that shifts teaching innovation attitudes
Study Role Design N Population Outcome Can AR projects build teachers' digital competence? Supports Cross-sectionalConvenience sample of Applied Linguistics undergraduates using AR in language learning N=92 · Ages 22–30; 82% women; medium-sized Spanish university Pre-service teachers / applied-linguistics undergraduates in Spain Pre-service teachers’ digital competence and views of AR in language learning Which future teachers struggle in classroom simulations? Supports Cross-sectionalLatent profile analysis of pre-service teachers in a video-based assessment simulation N=150 · 150 pre-service teachers from seven German teacher-education programs German pre-service teachers completing a video-based teaching simulation Learner profiles (knowledgeable/motivated/struggling) and simulation assessment performance Faculty training that shifts teaching innovation attitudes Supports OtherPre–post faculty development program evaluating attitudes toward teaching innovation N=695 · 695 university professors participated University faculty (full-time and part-time) in a faculty training program Attitudes toward transformative/innovative teaching after the development experience
Timeline
How understanding moved
Study years are when the paper was published. Evidence edits are dated changes to this page's claims. Explanations are when PaperFren added a Discovery — not a claim that the science happened that day.
2026
Concept page published
Teacher Practice
Change log
What changed
Dated edits to this page's evidence: studies added or removed from a claim, claims added or withdrawn, and new explanations tagged here. Coverage edits are distinct from reviewed research changes and corrections. Dates record PaperFren updates; study publication dates appear in the timeline.
- Coverage updated · Concept page published
Papers
9 studies in this library bear on Teacher Practice, ordered by citations.
- Which future teachers struggle in classroom simulations?
In video-based teaching simulations, three learner profiles emerged; knowledgeable pre-service teachers navigated tasks more successfully than struggling peers.
- EFL student teachers on flipped classrooms
Norwegian EFL student teachers largely saw flipped classrooms as efficient and effective, yet many hesitated to adopt FC with young pupils in their future teaching.
- Can AR projects build teachers' digital competence?
Creating collaborative AR language projects improved pre-service teachers' awareness that pedagogy-plus-technology skills need more training.
- What classroom habits actually support student voice?
In two urban high schools, student voice practices rested less on co-decision alone and more on relationships, differentiation, and meaningful choice.
- Can EQUIP competency training fit a university course?
Students and faculty at Makerere University found EQUIP competency-based training feasible and useful for pre-service clinical psychology education.
- Can showing shared interests improve student-teacher mentoring?
Sharing common interests only helps students who initially feel very different from their instructors feel closer to them, which indirectly improves their mentoring relationship.
- Faculty training that shifts teaching innovation attitudes
A university faculty development program improved professors’ attitudes toward teaching innovation and LMS use, plus knowledge of innovative teaching elements.
- Semi-guided FYP template for STEM writers
Engineering students using a semi-guided final-year-project report template reported support for writing efficiency, planning, and perceived performance during online-tutored FYPs.
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- What do online student teachers gain from classroom sims?
Online Norwegian student teachers saw TeachLivE simulations as a safe place to practice classroom management and receive professional feedback.
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Questions
What is still open
No authored tensions on this page yet.
Ask PaperFren about Teacher Practice
Study this conceptflashcards and short-answer questions
Why measure teacher practice separately from technology availability?
Availability does not determine how teachers plan, facilitate, or avoid tools; practice is the instructional variable students experience.
Flashcards
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